Research Of Classroom Teaching On Narrative Inquiry

Compulsory education Chinese curriculum standard indicates that reading teaching is theprocess of dialogue among students, teachers, textbook editors, and text. Chinese languageteaching material selection of Primary school is given priority to narrative, and narrative is thefoundation of reading other texts. In the classroom teaching about narrative, dialogue is launchedthrough a series of rhetorical questions, so that the students can go deep into texts, understandthe text content and experience the author’s thoughts and feelings. Therefore, the level andquality of classroom teaching about narrative in primary school depend on the advantages anddisadvantages of the problem designed, which highlights the necessity of study of classroomteaching on narrative inquiry. This article using classroom observation, case studies and othermethods, trying to by studying about Yu Yongzheng, Xue Fagen teachers’ narrative inquiry ofclassroom teaching, to provide some valuable reference to the front line of primary schoollanguage teachers from the theory and practice, to inspire and guide the contemporary narrativeclassroom teaching,to design thinking value, reflecting the narrative stylisticcharacteristics,promoting students to read effective interactive classroom and to enable studentsto experience the cultural charm of the mother tongue, and to experience the fun of learninglanguages.This paper is divided into five sections to analyze and explore narrative inquiry ofclassroom teaching in primary schools:The first part introduces the topics of the reason, research purpose and significance ofresearch methods to the analysis of the relevant literature.The second part through defining the concept of narrative inquiry of classroom teaching inprimary schools, give emphasis on connotation of narrative inquiry of classroom teaching, pointout the role and value of narrative inquiry teaching in classroom teaching.The inquiry pointedout that the type of narrative stylistic features of its theoretical basis, to determine thesignificance of this study.The third part through narrative inquiry of classroom teaching in primary schools ofclassroom observation and reflection: On the one hand, narrative inquiry and classroomobservation of classroom teaching in primary schools, points out the main problems of classroomteaching on narrative inquiry; On the other hand, narrative inquiry of classroom teaching in primary schools the main problems existing in-depth reflection.The fourth part through the study of narrative Yu Yongzheng, Xue Fagen teacher classroomteaching question, draw the following enlightenment: one is establish to due suitability; Second,establish clear purpose; Three is a problem with some openness; Four is the rhetorical questionshould be traced back.The fifth part through studying the narrative of Yu Yongzheng, Xue Fagen teacherclassroom lesson example, and combining with the characteristics of narrative style type, theauthor put forward the strategies of the implementation of classroom teaching on narrativeinquiry, on the one hand, enrich and develop the existing theory of narrative inquiry of classroomteaching, on the other hand, provide narrative of primary school Chinese teachers’ classroomteaching activities, establish strategies for reference.